The existential and convivial citizenship discussed in the previous chapter are undoubtedly compatible with the characteristics of childhood—in particular, its sensitive capacity, as noted by Tassin. In addition, as shown by Célestin Freinet’s pedagogy, and later by institutional pedagogy and now the exercise of debate (for philosophical or any other purpose), children are also capable of reasoning collectively, of making decisions, of adhering to a framework by themselves, etc. Yet all these initiatives, aside from the fact that they are not at the center of the way in which today’s schooling system functions, seem to encounter a sort of glass ceiling, so to speak: the legal minority of children (who are not allowed to participate in public life, and who are powerless to withstand the force of the economic system). This situation is particularly thorny: children have become consumers who, while not being financially independent, are already influenced by advertising, networks, and influencers. Any “desire” that the child expresses tends to be abundantly financed by their family.